The Global Bulldog #3

Winter/Spring 2014

The
Global
Bulldog
Volume
2,
Issue
1
Winter/Spring
2014
Updates
from
campus
From
Macedonia
Read
about
what
has
been
going
on
at
Schoenberg
from
the
PCMI
coordinator.
Discover
what
the
holiday
season
was
like
for
PCMI
student
Britt
Harmon
in
Macedonia.
Page
4
Learn
what
PCMI
student
Stephanie
Dempsey-­‐Kalawe
has
been
doing
in
Malawi.
Page
6
Publication
of
Gonzaga
University’s
Peace
Corps
Master’s
International
Program
Ingles,
inglish,
Englesh,
engis,
inles,
Engles
Cheyanne
Greer,
PCV
Mozambique
I
figured
that
after
six
to
ten
years
of
English
lessons,
my
students
would,
at
the
very
least,
be
able
to
spell
the
word
English,
right?
Wrong!
This
is
just
one
teeny
tiny
example
of
the
many
challenges
I
face
teaching
English
here
in
Mozambique.
My
students
grew
up
speaking
one
or
two
local
African
languages.
Then
learned
Portuguese,
the
colonial
and
now
national
language.
In
sixth
grade
they
are
expected
to
start
learning
French
and
English
to
help
communicate
with
their
neighboring
countries
and
the
world.
Page
5
English
in
Malawi
You
see,
Mozambique
made
the
decision
after
the
Mozambican
War
of
Independence
ending
in
1975,
to
choose
Portuguese
as
the
national
language
instead
of
Here
I
am
with
some
of
my
students
English
or
French
because
it
would
be
too
difficult
to
teach
the
whole
nation
a
new
language.
However,
many
of
the
people
never
learned
Portuguese
1
because
of
the
little
or
no
schooling
available
during
the
struggle
for
independence
and
the
political
violence
that
followed.
Instead
of
changing
the
national
language
when
the
literacy
rate
was
already
so
low,
they
chose
to
keep
Portuguese
and
add
English
as
a
third
or
fourth
language.
Now
with
the
country
slowly
growing,
more
schools
being
built
and
teachers
being
trained,
the
population
is
slowly
becoming
more
literate
in
Portuguese.
This
is
a
positive
sign
of
growth,
but
the
country
is
still
struggling
to
communicate
with
the
rest
of
the
world
–
struggling
to
learn
language
without
proper
materials,
resources
and
teachers.
(Continues
on
page
2)
The
government
has
created
a
new
curriculum
that
looks
great
from
an
outside
perspective.
It
shows
a
somewhat
logical
acceleration
of
English
language
learning
starting
in
sixth
grade.
However,
these
expectations
are
almost
impossible
to
achieve
because
of
certain
situations
within
the
schooling
system
in
Mozambique.
The
schools
consist
of
40
to
100
students
in
each
classroom.
Usually,
the
students
don’t
have
books
and
often
don’t
have
desks
or
chairs.
Sometimes,
classrooms
are
equipped
only
with
a
blackboard
that
is
often
in
bad
shape.
The
students
may
be
hungry
or
sick
or
unbelievably
hot.
Teachers
teach
using
a
mix
of
grammar
translation
and
audio-­‐lingual
methods.
In
my
experience,
the
students
do
not
practice
speaking
in
a
conversational
or
impromptu
manner.
I
have
not
seen
them
learn
how
to
critically
think
or
analyze
problems,
only
to
understand
and
fix
them
in
the
same
way
as
has
always
been
taught.
The
classes
are
so
big
and
hard
to
control;
I
have
found
it
makes
group
work
and
speaking
activities
very
hard
to
successfully
implement.
competency
to
continue.
When
this
happens,
it
leaves
them
even
farther
behind.
Teachers
pass
students
for
many
reasons
that
may
have
nothing
to
do
with
their
competency
in
the
subject
matter.
Sometimes
students
make
it
all
the
way
through
school
without
being
able
to
read
or
write.
Classroom
in
Mozambique
Classroom
in
Mozambique
These
students
are
often
passed
from
grade
to
grade
whether
or
not
they
actually
have
the
When
asked
how
many
of
her
50
students
spoke
Portuguese
at
home
a
local
first
grade
teacher
responded,
“only
one”.
This
problem
exists
throughout
Mozambique.
Parents
often
don’t
learn
Portuguese
themselves
or
choose
not
to
use
it
with
their
children
at
home.
This
often
causes
students
to
be
behind
when
they
begin
school
due
to
the
fact
that
school
is
mainly
taught
in
Portuguese.
It
is
important
to
learn
their
mother
tongue,
but
not
being
exposed
to
Portuguese
at
home
makes
it
difficult
to
communicate
with
other
Mozambicans
or
foreigners.
While
many
students
are
still
struggling
with
Portuguese,
they
start
taking
classes
in
English.
After
four
to
six
years
of
English,
they
still
do
not
have
many
basic
language
skills.
2
Here
I
am
with
students
who
have
had
years
of
English
and
are
still
struggling.
After
a
year
of
teaching,
I
feel
like
I
have
actually
made
a
difference
in
my
students’
English
skills.
I
have
40
students
that
I
will
be
teaching
basic
sixth
grade
English.
They
will
leave
here
after
2
years
prepared
to
do
what
they
need
to
do,
at
least
as
far
as
English
is
concerned.
I
have
been
able
to
accomplish
this
because
I
work
in
a
small
teacher
training
school
with
classes
of
20
respectful
students.
I
have
a
great
roommate
and
colleagues
with
whom
I
co-­‐teach
and
a
supportive
school.
My
students
are
well
behaved
and
willing
to
learn.
I
was
able
to
use
communicative
methods
in
my
classroom
such
as
group
work
and
student
centered
learning
to
help
them
reach
the
levels
they
need
to
be
successful.
However,
things
are
starting
to
move
forward
in
Mozambique.
The
program
at
my
school
has
changed
from
a
one
year
to
a
three-­‐year
program.
This
means
that
teachers
will
have
two
more
years
of
preparation
before
going
into
schools.
The
new
goal
is
to
focus
on
competency
and
present
new
strategies
and
ideas
for
teaching.
The
government
is
encouraging
the
use
of
didactic
materials.
They
are
also
introducing
transversal
themes
such
as
HIV/AIDS,
pollution,
and
clean
water
into
the
everyday
curriculum.
If
the
government
is
able
to
better
educate
and
(Continues
on
page
3)
prepare
teachers,
then
a
trickle-­‐
down
effect
will
hopefully
follow.
Teachers
will
better
educate
their
students
who
will
then
become
better
learners
and
citizens.
As
a
volunteer
I
often
feel
like
my
contribution
to
Mozambique
is
not
much
if
anything
and
then
I
realize
it
is
the
opposite.
I
have
the
education
and
training
of
future
primary
school
teachers
in
my
hands.
I
have
the
ability
to
pass
on
my
ideas
and
the
methods
and
training
I
have
received.
I
have
the
ability
to
change
the
way
my
students
look
at
the
world.
If
not,
then
at
least
I
have
created
positive
long-­‐lasting
relationships
with
my
students.
They
have
learned
about
American
culture
and
how
to
trust
a
teacher.
They
have
learned
that
students
do
not
have
to
be
afraid
to
learn
and
behave.
They
have
learned
that
I
care
about
them
and
their
future.
Some
of
my
students
These
are
my
girls!
Matrimony
in
Malawi
Stephanie
Dempsey-­Kalawe,
PCV
Malawi
On
August
10,
2013,
I
married
my
best
friend.
We
met
through
a
friend
in
my
village
and
then
I
realized
that
we
lived
very
close
to
each
other.
Turns
out,
to
get
to
my
house,
I
had
to
pass
his.
Every
time
I
passed
by,
hung
out,
or
dropped
by,
we
got
closer.
We
started
dating
in
my
second
year
as
a
volunteer
and
were
engaged
on
December
12,
2012.
The
rest
is
history!
I
truly
have
gotten
more
out
of
my
service
than
I
planned.
Words
cannot
express
my
exuberance!
I
have
the
ability
to
create
critical
thinkers
and
positive
teachers.
If
I
can
make
even
a
small
change
in
the
training
of
these
teachers
that
they
take
out
into
the
field,
then
I
have
accomplished
more
than
I
thought
was
possible.
3
An
American
in
Macedonia:
The
Christmas
Special
This
was
my
first
Christmas
holiday
away
from
home.
Like
most
unmarried
persons
my
age,
I
would
trek
from
wherever
I
had
ended
up
in
the
preceding
year
back
home
to
celebrate
among
family
and
friends,
in
a
familiar
environment,
with
good
wine,
tons
of
food
involving
pork
products,
and
snow
adventures.
I
knew
this
would
not
be
happening
this
Christmas,
because
at
some
point
you
trek
a
bit
too
far
to
return
on
a
whim,
the
plane
tickets
become
a
bit
too
dear
or,
as
in
my
case,
you
don’t
want
to
miss
out
on
seeing
the
way
holidays
are
spent
elsewhere
and
you
also
aren’t
allowed
to
leave
the
country
until
March
1st.
Christmas
Dinner
This
year,
I
celebrated
Christmas
twice.
My
first
Christmas
was
in
Skopje,
on
Christmas
day,
with
the
family
of
an
old
friend
whose
relatives
all
happen
to
be
Macedonian.
Knowing
that
I
would
be
in
Macedonia
during
a
holiday
usually
spent
among
family,
my
friend’s
mother
planned
an
Britt
Harmon,
PCV
Macedonia
entire
American
Christmas
also,
doing
my
best
to
help
my
celebration
for
us;
my
friend
Ivo
significant
other
out
when
he
visiting
to
renew
his
work
visa,
had
no
idea
what
was
going
on.
my
boyfriend
Sean
visiting
to
see
It
was
a
holiday
I
will
never
both
Ivo
and
I,
and
the
entire
forget,
and
I
look
forward
to
Andova
family.
What
I
loved
repeating
this
experience
again
about
this
celebration
was
that,
next
year.
other
than
it
being
on
the
day
of
American
Christmas,
there
was
nothing
very
American
about
it.
During
the
beautifully
arranged
dinner,
we
ate
ajvar,
traditional
Macedonian
bread,
and
any
number
of
traditional
Macedonian
foods.
We
drank
great
wine
and
talked
in
a
mix
of
Sean
&
I
Macedonian
and
English
and
listened
to
hours
of
traditional
Macedonian
music.
It
was
Sean
and
I
wonderful
and
just
enough
like
Christmas
back
home
to
assuage
My
s
econd
Christmas
was
spent
my
homesickness,
but
different
with
my
host
family
in
Lipkovo,
enough
for
me
to
enjoy
the
near
Kumanovo.
My
host
family
novelty
of
the
scene
in
which
I
is
Albanian
and
therefore
this
was
a
part.
Christmas
celebration
was
what
I
would
call
Christmassy.
I
spent
the
evening
with
my
host
sister
and
cousins
making
Christmas
cookies,
and
then
eating
them.
The
Andova
family
and
me
Macedonian,
not
being
the
primary
language
I
communicate
with
in
Macedonia,
I
found
myself
working
hard
to
understand
the
conversation
and
My
cousins
and
host
sister
(Continues
on
page
5)
4
Then
I
presented
each
of
my
relatives
with
a
little
thoughtful
gift:
a
small
Santa
wreath
to
my
host
mom
and
brightly
colored
nail
polishes
to
all
my
female
relatives.
Mostly,
this
Christmas
celebration
was
spent
in
conversation
with
my
family,
enjoying
their
company,
and
drinking
Turkish
çai.
We
talked
about
religion
in
my
family,
whether
or
not
I
am
missing
my
relatives,
and
me
being
happy
here
in
Macedonia.
My
host
family
was
worried
that
I
would
be
unhappy
in
Macedonia
during
the
holidays
and
despite
their
not
celebrating
Christmas
as
a
traditional
Muslim
family,
made
every
effort
to
make
me
feel
at
home
and
loved.
They
even
surprised
me
with
a
few
little
gifts
of
my
own-­‐-­‐a
scarf
and
a
pair
of
sparkly
earrings.
They
kept
me
well
fed
with
sarma
and
other
tasty
foods.
My
host
parents,
cousin
and
me
There
was
no
wine,
there
were
no
pork
products,
and
there
was
no
snow,
but
I
felt
very
welcomed,
loved
and
a
part
of
the
family:
the
whole
point
of
a
Christmas
celebration.
I
feel
as
though
I
am
truly
blessed
in
my
situation,
with
both
my
host
family,
and
my
extended
Macedonian
family
in
Skopje.
Though
my
Christmas
holiday
was
unconventional
by
American
standards,
I
wouldn’t
change
it
for
any
ticket
to
the
States.
It
was
an
eye-­‐opening
experience
to
realize
that
you
need
not
be
among
people
related
to
you
by
blood
in
order
to
find
people
who
love
you
and
want
you
to
feel
at
home.

Updates
from
Campus
Coordinator
Corner
Tyler
Wasson,
PCMI
Coordinator
It
has
already
been
a
cold
winter
and
our
ESL
students
are
shocked
by
it.
MA
TESL
and
ESL
Assistant
Professor
Ron
Harris
retired
last
year
and
we
held
a
retirement
party
for
him
on
the
same
day
as
an
event
celebrating
35
years
of
the
ELC
and
15
years
of
the
MA
TESL
program.
Our
original
5-­‐year
Memorandum
of
Understanding
with
the
PCMI
program
has
been
renewed.
Currently,
we
have
4
pre-­‐service
PCMI
students
–
one
of
which,
Kate
Barba,
left
for
Ecuador
in
January.
Our
December
2013
FFF
was
the
largest
we
have
had
in
a
long
time,
it
featured
presentations
from
5
graduating
MA
TESL
students.
We
remain
highly
connected
with
the
Returned
Peace
Corps
Volunteers
Peace
in
Spokane,
and
I
was
named
President
of
the
Inland
Northwest
Corps
Association
for
the
2014
calendar
year.
Kate
Barba
left
for
Peace
Corps
service
in
Ecuador
mid-­‐January.
Britt
Harmon
is
the
new
editor
for
The
Global
Bulldog
starting
March
2014.
Stephanie
Dempsey-­‐
Kalawe
has
extended
her
Peace
Corps
service
and
will
be
staying
another
year
in
Malawi.
5
Teaching
English
in
Malawi
Stephanie
Dempsey-­Kalawe,
PCV
Malawi
During
the
2013-­‐14
school
year-­‐
my
third
year
as
a
volunteer,
I
decided
to
concentrate
mostly
on
teaching
English
since
my
goal
after
graduating
is
to
teach
English
as
Second
Language
in
primary
school
classrooms.
Along
with
my
regular
co-­‐
teaching
in
primary
school
classrooms,
I
was
fortunate
to
start
an
English
Club
to
support
students
who
need
further
guidance
at
my
base
school
and
complete
a
series
of
observations
to
use
as
the
subject
of
one
of
my
continuous
development
workshops.
Club.
It
meets
twice
a
week
after
school,
not
to
interfere
with
their
already
packed
curriculum.
The
English
Club
allows
for
extended
class
time
and
more
individual
assistance.
Class
periods
are
35
minutes
and
class
sizes
average
150
per
class.
During
English
Club,
learners
receive
assistance
in
basic
English
skills,
which
are
not
focused
on
during
regular
English
classes
for
students
in
grades
fifth
through
eighth.
English
Club
Throughout
my
service,
I
have
taught
standards,
fifth
through
eighth
grades.
In
these
levels,
teachers
are
required
to
conduct
all
their
lessons
in
English
only
except
for
during
their
native
vernacular
class,
Chichewa.
However,
in
grades
first
through
fourth
the
students
in
Malawian
Primary
Schools
have
their
lessons
in
their
first
language,
Chichewa,
aside
from
English
class
(which
is
taught
in
English).
Unfortunately,
many
students
struggle
with
functioning
in
English-­‐only
classes
in
grades
fifth
through
eighth.
To
assist
students
with
the
vocabulary
and
grammatical
structures
that
teachers
don’t
have
time
to
go
back
and
review
extensively,
I
began
the
English
A
classroom
in
Malawi
Since
the
club
is
on
a
volunteer
basis,
it
allows
for
a
smaller
class
size.
As
a
result,
I
am
able
to
use
a
learner-­‐centered
approach.
At
the
beginning
of
the
Club
session,
I
teach
a
basic
skill
to
the
whole
group
and
then
split
them
into
smaller
groups
to
practice
the
same
topics.
There
are
collaborative
as
well
as
individual
exercises
and
lots
of
repetition.
The
students
learn
vocabulary
from
magazine
pictures,
conduct
listening
activities
from
a
voice
recorder
and
practice
reading
and
speaking
using
a
laptop
that
was
donated
by
a
Canadian
traveler.
6
By
the
end
of
the
school
year,
my
goal
is
to
help
the
consistent
participants
to
improve
their
basic
understanding
of
English
and
be
able
to
function
better
in
English
in
their
classes
at
school.
Teachers
to
Teachers:
Techniques
for
Teaching
English
After
observing
second,
fourth,
fifth,
seventh
and
eighth
grade
English
classes
in
some
of
the
local
schools,
I
designed
a
training
workshop
based
on
the
topics
which
drew
most
concern
for
teachers.
I
also
included
some
teaching
techniques
that
could
be
used
in
addition
to
the
techniques
currently
used
within
the
classroom.
The
workshop
began
with
a
gallery
walk
of
different
teaching
techniques.
Of
those
that
were
demonstrated,
some
they
had
learned
about
in
college
and
others
are
often
used
in
American
classrooms.
The
techniques
I
showcased
were:
scaffolding,
pre-­‐teaching
vocabulary,
alternative
ways
of
assessing
students,
think-­‐pair-­‐
share,
and
guided
practice.
The
participants
had
to
read
a
short
passage
explaining
each
technique
and
then
decide
which
three
would
be
most
useful
for
their
classrooms.
I
found
this
approach
helpful
because
I
had
so
many
techniques
to
share.
(Continues
on
page
7)
If
I
had
chosen
a
lecture
style,
it
may
have
been
boring
for
my
participants.
After
reading
about
the
different
techniques,
the
teachers
chose
their
top
three
preferences.
Then
in
small
groups,
came
up
with
the
top
three
teaching
strategies
they
would
use
in
their
classroom.
We
then
repeated
the
same
activity
as
a
whole
group.
The
top
three
teaching
techniques
chosen
by
the
whole
group
were:
think-­‐pair-­‐share,
guided
practice,
and
scaffolding.
teaching
techniques
they
learned
in
this
workshop
along
with
strategies
they
already
knew
to
collaborate
the
best
way
to
plan
for
the
given
lesson.
Often
teachers
are
hesitant
to
plan
ahead
for
lessons
due
to
time
constraints
and
an
overwhelming
class
load.
This
activity
gave
them
some
simple
ideas
for
preparation
and
execution
of
their
English
lessons.
words
into
Chichewa,
the
local
language.
At
the
end
of
the
activity,
they
were
given
a
worksheet
on
eight
ways
to
teach
a
word
and
we
discussed
how
each
one
could
work
in
the
classroom,
so
they
could
then
share
with
their
classes
at
their
various
schools.
The
second
part
of
the
workshop
included
an
exchange
between
colleagues.
Teachers
don’t
always
get
a
chance
to
collaborate
or
share
what
they
do
in
class
from
day
to
day
with
others
who
are
teaching
the
same
subjects.
So
small
groups
discussed
how
they
approached
different
topics
in
English
classes,
such
as
reading
comprehension,
composition
writing,
vocabulary
acquisition,
and
grammar.
This
activity
helped
the
teachers
to
exchange
ideas
that
have
worked
in
their
classrooms.
I
called
this
activity
“Iron
Sharpens
Iron.”
We
also
focused
on
how
to
prepare
for
class.
In
this
activity
the
teachers
had
to
take
a
sample
lesson
plan
and
decide
how
they
would
plan
for
that
particular
lesson.
They
used
the
Some
of
the
participating
teachers
Finally,
we
focused
on
vocabulary
acquisition.
Teachers
were
shown
different
ways
to
teach
a
vocabulary
word.
Each
small
group
was
given
an
activity
to
teach
the
whole
group.
First
they
had
to
understand
it
amongst
themselves
and
teach
the
words
to
the
class.
One
small
group
had
the
words
door,
chair,
and
window.
They
drew
pictures
of
the
words,
pointed
to
the
actual
objects
and
asked
participants
to
translate
the
I
am
learning
so
much
from
both
my
English
Club
and
the
teaching
workshops.
I
am
looking
forward
to
seeing
the
improvements
in
the
schools
and
the
students
I
work
with
here
in
the
Niewa
Zone,
Malawi.

At
the
end
of
the
workshop,
the
teachers
provided
their
feedback
and
were
given
an
assignment.
The
attending
teachers
would
have
to
re-­‐teach
what
they
learned
about
teaching
English
to
their
colleagues
in
the
form
of
their
own
workshop
at
their
own
schools.
They
would
be
responsible
for
organizing
and
engaging
the
teachers
at
their
school
based
on
what
they
learned.
So
far,
one
teacher
who
participated
in
my
workshop
has
invited
me
to
their
follow-­‐up
workshop.
This
school
term
I
will
spend
time
observing
the
follow-­‐up
workshops.
Through
these
activities
the
teachers
are
learning
that
the
way
primary
schools
in
Malawi
will
improve
is
if
the
teachers
take
ownership
of
their
own
learning
and
that
of
their
students.
7
Upcoming
Campus
Events
Spokane
Regional
ESL
Conference
Feb.
22,
2014
8
a.m.-­‐4
p.m.
Mukogawa
Fort
Wright
Institute
.
Peace
Corps
Week
Feb.
23-­‐March
1,
2014
peacecorps.gov/pcweek
Peace
Corps
Week
at
Gonzaga
Feb.
27,
2014
5
p.m.
-­‐6
p.m.
Crosby
Hall
Peace
Corps
Panel
Discussion
Feb.
25,
2014
12
p.m.
-­‐1
p.m.
Collage
Hall
Peace
Corps
Visits
Gonzaga
Feb.
27,
2014
9
a.m.-­‐4p.m.
Crosby
Hall
March
9,
2014
9
a.m.
-­‐4
p.m.
First
Friday
Forum
The
first
Friday
of
every
month
Schoenberg
Rm201
Visit
peacecorps.gov
for
more
information
on
Peace
Corps
visits
to
Gonzaga
campus
Contact
Information
Stephanie
Dempsey,
PCV
Peace
Corps
P.O.
Box
208
Lilongwe,
Malawi,
Africa
sdemps80@hotmail.com
Zach
Wegner,
PCV
Peace
Corps
Samoa
Private
mailbag
Apia,
Western
Samoa,
South
Pacific
wegner.zach@gmail.com
General
Information
gonzaga.edu/pcmi
pcmi@gonzaga.edu
(509)
313-­‐6560
Cheyanne
Greer,
PCV
C.P.
31
Maxixe
Inhambane
Province,
Mozambique
chey82@hotmail.com
Britt
Harmon,
PCV
Tyler
Wasson
wassont@gonzaga.edu
(509)
313-­‐5593
35
E
30th
Ave.
Spokane,
WA
99203
bharmon2@zagmail.gonzaga.edu
Melissa
Heid
heid@gonzaga.edu
(509)
313-­‐6560
Frances
Peterson,
PCV
Cuerpo
de
Paz
162
Chaco
Boreal
c/Mcal.
López
Asunción
1580,
Paraguay
South
America
fmanring@zagmail.gonzaga.edu
Amanda
Walsh,
PCV
BP
31
Adeta,
Togo,
West
Africa
awalsh@zagmail.gonzaga.edu
James
Hunter
hunter@gonzaga.edu
(509)
313-­‐6564
Please
share
your
ideas,
events
and
articles
for
our
next
newsletter.
Email:
bharmon2@zagmail.gonzaga.edu
8